Nathan Dover

University of New England

DOI : https://doi.org/10.47191/ijsshr/v5-i8-62

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ABSTRACT

For some Japanese students, pronunciation is one of the most difficult challenges they encounter when learning a second language and yet, its importance cannot be understated. This is supported by Harmer who suggests that the most important thing about speaking English is that we should be intelligible and we should be understood by other speakers of English, whoever they are (Harmer, 2015). This paper analysed the pronunciation needs of two Japanese students (student A; an adult male and student B; an adult female) over a period of several weeks. The researcher conducted face-to-face interviews based on casual conversation topics. Each interview was recorded and then analysed, strengths and weaknesses were defined and as a result, lesson plans targeting problem areas were designed. The research concludes that an all-encompassing viewpoint of pronunciation teaching, one that draws on various approaches, was needed in order for students to achieve their language goals.

KEYWORDS:

Pronunciation analysis, intelligible, learning needs, language goals, lesson plans

REFERENCES

1) Celce-Murica, M., Brinton, D.M., Goodwin, J.M., & Griner, B. (2016). Teaching Pronunciation, a Course Book and Reference Guide. New York, USA: Cambridge University Press

2) Harmer, J. (2015) The Practice of English Language Teaching. Essex, England: Pearson Education Limited

3) Linking Exercises (2006). Retrieved on 20/08/2022. Retrieved from http://www.pearsonlongman.com

4) Tikkakoski, S. (2015). Communicative Language Teaching as an English Pronunciation Teaching Method. Retrieved on 19/07/2022. Retrieved from from http://jultika.oulu.fi/files

VOlUME 05 ISSUE 08 AUGUST 2022